Bandpass sorting of heterogeneous cells using a single surface acoustic wave transducer pair

Separation and sorting of biological entities (viruses, bacteria, and cells) is a critical step in any microfluidic lab-on-a-chip device. Acoustofluidics platforms have demonstrated their ability to use physical characteristics of cells to perform label-free separation. Bandpass-type sorting methods of medium-sized entities from a mixture have been presented using acoustic techniques; however, they require multiple transducers, lack support for various target populations, can be sensitive to flow variations, or have not been verified for continuous flow sorting of biological cells. To our knowledge, this paper presents the first acoustic bandpass method that overcomes all these limitations and presents an inherently reconfigurable technique with a single transducer pair for stable continuous flow sorting of blood cells. The sorting method is first demonstrated for polystyrene particles of sizes 6, 10, and 14.5 μm in diameter with measured purity and efficiency coefficients above 75 ± 6% and 85 ± 9%, respectively. The sorting strategy was further validated in the separation of red blood cells from white blood cells and 1 μm polystyrene particles with 78 ± 8% efficiency and 74 ± 6% purity, respectively, at a flow rate of at least 1 μl/min, enabling to process finger prick blood samples within minutes.     

Defining'science-based targets'

The 2015 Paris Agreement to keep global warming well below 2℃above pre-industrial levels and aim towards limiting warming to 1.5℃marked a wa-tershed in planetar...     

Service user and carer involvement in students’ classroom learning in higher education

The following article presents a small-scale qualitative study in which the student learning experiences from service user and carer (SUAC) involvement in social work, mental health nursing and social welfare courses at an English university were evaluated for any effects on student perceptions, knowledge, skills and practice. Using focus group methodology, student participants reported positive outcomes from exposure to SUAC classroom inputs such as a greater valuing of SUAC knowledge as expert knowledge, help with the development of empathy and an appreciation of constructive challenges to mainstream curricular delivery. Notes of caution were identified, particularly in respect of the sometimes unexpected levels of emotion displayed by SUAC presenters. Recommendations for meaningful SUAC involvement in higher education are made regarding the need to involve SUACs across the whole duration of a course; the need for the preparation of both students and presenters regarding boundaries; the fit of presentations with intended learning outcomes; more partnership delivery in classrooms between academics and SUACs (possibly with a differentiation between theoretical and practice inputs); the opportunities for SUACs to present their own situations as real rather than hypothetical case studies for students and the possibilities that may result from introducing a ‘buddying’ system between students and SUACs throughout their studies. It is suggested that the insights from this small-scale study merit further exploration on a larger scale if policy and practice in the field of service and user involvement in higher education are to move forward in an inclusive manner.     

Transformative Learning: First-Year MSW Students' Reactions to,and Experiences in,Gerontological Field Placements

We present findings from interviews with 17 first-year MSWs assigned to gerontological placements undertaken before beginning—and again as they neared completion—of practicum. All respondents, even those most positive and negative at beginning of placement, report a reduction in stereotypes, improved appreciation of older adults’ capacities and strengths, and increased skills in working with this population. All but one respondent reports increased likelihood of pursuing a position working with older adults as a result of exposure through field placement. Specific factors reported by students to influence their decision as well as implications for social work education are discussed.     

The Effects of Verbal Mediation Training on the Problem‐Solving Skills of Children with Partial Sight and Children without Visual Impairments

Thirty children with partial sight and 30 children with unimpaired sight aged between 8 and 12 years were randomly assigned to either verbal mediation or visual mediation training regimes. Participants were asked to complete four variations of the Tower of Hanoi puzzle and success on the task was judged on the basis of the number of moves and time taken to complete the puzzles. Children with visual impairments had some difficulty in adjusting to the requirements of the problem‐solving tasks. However, on the final and most difficult of the tasks (a four‐disc problem), the children with impaired sight performed very much like participants without visual impairments. The effect of verbal mediation training was superior to that of visual mediation training in the final trials of the four‐disc problem‐solving period for both children with partial sight and children without visual impairments.     

Using the College Outcome Measures Project to measure college outcomes

This article describes one institution's use of the College Outcome Measures Project (COMP) in comparing outcomes for graduates of traditional and non-traditional programs. The study was designed to answer three questions concerning the use of COMP in evaluating traditional and non-traditional programs. Results obtained in a study of 96 University of Minnesota graduating seniors suggest greater potential usefulness in distinguishing among institutions than in comparing outcomes of programs within an institution. The authors conclude that as new approaches and instruments for measuring college outcomes become available, criteria for instrument selection need to be shared among individuals charged with conducting outcome studies.     

False‐Belief Understanding and Social Preference Over the First 2 Years of School: A Longitudinal Study

The role of false belief in establishing children's social relationships during the transition to school was examined and compared to other social cognitive constructs. One hundred and fourteen 5‐year‐olds were recruited during their 1st year of school (Time 1); 106 children were retained 1 year later. False belief, emotion expression recognition, empathy, verbal ability, and peer‐rated social preference were measured at both times. False belief at Time 1 had a direct influence on concurrent social preference, over and above the influence of emotion expression recognition and empathy. False belief made no independent contribution to later social preference accounting for stability in social preference. The role of social cognitive development is discussed with respect to how children establish and maintain their position in a peer group.